MIDAS

Introductory Statistics

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Core Code Alignment

Mathematics
Statistics
07060000010: Statistics (10-12)

Recommendation

Recommended Primary

Evaluation

Recommended Primary.

Recommended Primary. Teachers will want to review the book to see if it matches with how they want to present the material. All practice problems are presented at the end of each chapter, organized by section, instead of being after each section.

Educators Using These Materials

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Rubric : Mathematics 2025

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	This item has not been graded.

Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	This item has not been graded.

Maintaining constitutional freedom in the public schools. 53G-10-202	This item has not been graded.

Free from advertising, e-commerce, or political interest	This item has not been graded.

Focus and Coherence: Non-Negotiable

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards.	Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade.	Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade.	Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere.	Lessons that only include mathematics from previous grades are clearly identified.
Concepts are developed in a logical order and cover the major concepts.

Rigor and Balance

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.	Meets	Partially meets	N/A	Does not meet

The materials are designed so that students attain the fluencies and procedural skills required by the Standards.	Meets	Partially meets	N/A	Does not meet
Lots of opportunities for practice in fluency are provided in the practice sets.
The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?)	Meets	Partially meets	N/A	Does not meet
The text bases most concepts in applications in order to introduce the major ideas.

Standards for Mathematical Practice

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials.	Meets	Partially meets	N/A	Does not meet
Text provides pullout sections on how to think through a given problem.
Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice.	Meets	Partially meets	N/A	Does not meet
Assessments provide plenty of problem types that address the standards.
Materials support the Standards’ emphasis on mathematical reasoning.	Meets	Partially meets	N/A	Does not meet
Text has a strong focus on reasoning both in the instructional sections and in the problem sets.

Access to the Standards for All Students

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered.	Meets	Partially meets	N/A	Does not meet
Strategic use of color and diagrams helps with readability, but the text is still heavy on text.
Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently.	Meets	Partially meets	N/A	Does not meet
Color, diagrams, and highlighting help emphasize the key parts of each section, but the text does not offer lots of support in developing from component ideas to the complete concept.
Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners.	Meets	Partially meets	N/A	Does not meet
Data is presented using lots of types of graphs and other graphics, in addtion to the text.
Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107,	This item has not been graded.

Shared Values and Character Traits	This item has not been graded.

Assessment

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Multiple measurements of individual student progress occur at regular intervals ensuring success of all students.	Meets	Partially meets	N/A	Does not meet
Problem types are varied and track the objectives of each chapter.
Assessments measure what students understand and can do through well designed mathematical tasks and applications.	Meets	Partially meets	N/A	Does not meet
Problems seem to be on a relatively flat difficulty level for a given chapter. It would be improved by having problems at the start of each section that call for basic concepts, while later problems could call for the complete concept in context.

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